School Effectiveness and Reform: Guidelines for Action

Abstract

n evaluating the research on effective schools, a number of points should be kept in mind. First, there is widespread confusion concerning the definition of an effective school. Reports and plans are being discussed all over the United States, but there are nearly as many definitions of effective schools as there are people discussing them. Some people have in mind a school with unusually high academic achievement (taking account of social class), but others are thinking about a self-renewing school that can identify and solve internal problems, a school that promotes students' personal growth, a school that has shown improvement in academic achievement, or a school that concentrates on developing independent study skills and love for learning. And some people who write or talk about making schools more effective apparently have in mind no specific definition at all.

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